2019 COMMUNITY IMPACT REPORT - Impact Tulsa
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T Y
T U NI
P O R
O P
TO
2019 COMMUNI T Y IMPAC T REP OR T
COMMUNITY PARTNERS
Attendance Works Family & Children’s Services Oklahoma State Department of Education Tulsa Campaign to Prevent Teen Pregnancy
Birth Through Eight Strategy for Tulsa (BEST) Family Connects The Opportunity Project Tulsa Changemakers
Bright Beginnings Foundation for Tulsa Schools OK to Grow Tulsa City-County Health Department
CAP Tulsa Growing Together OU-Tulsa Center of Applied Research Tulsa City-County Library
Children First Habitat for Humanity for Nonprofit Organizations Tulsa Community Foundation
City of Tulsa Healthy Steps Parent-Child Center Tulsa Debate League
City Year Hunger Free Oklahoma Power of Families Tulsa Dream Center
Columbia University Center for Indian Nations Council of Governments Project Lead the Way Tulsa Housing Authority
Public Research and Leadership (INCOG) Reach Out and Read Tulsa Regional Chamber
Communities in Schools of Mid-America JAMES Inc Reading Partners Tulsa Regional Stem Alliance
Community Service Council of Greater Tulsa Little by Little Strong Tomorrows Women in Recovery
Complete College America Metcares Take Control Initiative YMCA of Greater Tulsa
Connect First Metropolitan Baptist Church Teach for America Youth Philanthropy Initiative (YPI)
Crosstown My Health Access Network Teaching and Leading Initiative of Oklahoma Youth Services of Tulsa
Educare Neighbors Along the Line TRiO Program
Emergency Infant Services New Hope Oklahoma Tulsa Area United Way
*Districts who have been partners since our founding
SCHOOL DISTRICT PARTNERS
* * *
BROKEN ARROW
PUBLIC SCHOOLS
EST. 1904
®
* *
* * * * *
POSTSECONDARY PARTNERS
ENGLISH LANGUAGE ARTS MATHEMATICS COMPLETION ENROLLMENT
PROFICIENCY PROFICIENCY COLLEGE & CAREER
READY
CONTENTS
LETTER FROM LEADERSHIP 2
ABOUT IMPACTTULSA 3
TULSA AREA DEMOGRAPHICS 4
EDUCATION OUTCOME AREA TRENDS 6
CHILD EQUITY INDEX 8
COUNTDOWN TO KINDERGARTEN 10
READY TO READ 12
EIGHTH-GRADE MATHEMATICS 14
GRADUATE 918 16
IMPACTTULSA USES DATA
CALL TO ACTION 20
AS A FLASHLIGHT, NOT A HAMMER.
CITATIONS 21
1
LETTER FROM LEADERSHIP
First Steps in Creating a Land of Opportunity
Last year’s Community Impact Report declared an opportunity going to reach their full potential, they also need stable housing,
crisis. Groundbreaking research showed that too many Tulsans wellness visits, dental checkups, reliable transportation, low-crime
were economically “stuck in place” across generations and did not neighborhoods, and more. Educators cannot change community
participate in the American Dream as popularly conceived. We conditions, and that’s where ImpactTulsa and its partners come in.
learned a young African American child born to low-income parents
The CEI measures neighborhood conditions using more than 40
in Tulsa County in the 1980s had just a 1-in-26 chance of reaching
indicators across a range of domains. It assesses how factors such
an upper income group as a young adult. If that same child had been
as —housing affordability, healthcare access, poverty rates, crime
born in the 74120 zip code, those chances fell close to zero. The
rates, unemployment rates—collectively impact student outcomes.
economic mobility odds for low-income white, Native American, and
The index uncovers systemic disparities across neighborhoods and
Hispanic children were a little better, but still much too long. The
points to areas ready for intervention. One area of the CEI work
findings were eye-opening and unsettling.
drilled down into the relationship between chronic absenteeism and
This year, we transitioned from diagnosis to action. the ease of getting to school, including student walk distances, access
to sidewalks, and transit availability. Collaborative Action Network
In July, Tulsa was selected as one of just ten cities to participate in
and strategy teams, facilitated by ImpactTulsa, are exploring how
a new, national initiative aimed at improving economic mobility.
improved transportation options, greater community supports, and
Supported by leading foundations, the initiative provides access to
addressing the barriers children living in certain neighborhoods face
the experts behind the mobility research—led by Harvard University
getting to school may contribute to better attendance—examples of
economist Raj Chetty. Each participating city brings data, promising
how cross-sector and community approaches are being tried to solve
strategies, and shared learnings. For example, the City of Tulsa and
problems in education. And it’s just the beginning.
the Community Service Council’s Equality Indicators Initiative use
data to measure progress toward equality across Tulsa’s zip codes Establishing Tulsa as an authentic “land of opportunity” is a journey.
and to better understand the landscape of opportunity and access ImpactTulsa was designed for this work, and our founding principles
throughout the city. ImpactTulsa and Tulsa Public Schools can also will guide us: measure what matters, identify effective practices, and
bring the Child Equity Index (CEI) work to the table to offer a focus align resources. Our vision hasn’t changed, and we’ve enlisted some
on improving opportunities specifically for children. remarkable partners during our six-year journey. We look forward
to engaging in this nation-leading work and contributing to Tulsa’s
Launched in 2018, the CEI operates under the theory that factors
future of broadly shared prosperity.
inside and outside the school building affect student outcomes.
Yes, students need access to great educators, reasonable class sizes,
aligned curriculum, and adequate learning time. But, if they are
Mayor GT Bynum Carlisha Williams Bradley, MPA
Chair, ImpactTulsa Leadership Council Executive Director, ImpactTulsa
2
ER
IMPACTTULSA IS A COLLECTIVE IMPACT PARTNERSHIP THAT BRINGS TOGETHER SCHOOLS, BUSINESSES, FAITH-BASED GROUPS,
COMMUNITY ORGANIZATIONS, PHILANTHROPY, AND GOVERNMENTAL AGENCIES TO SIGNIFICANTLY IMPROVE STUDENT OUTCOMES.
THEORY OF ACTION
When ImpactTulsa strives to:
VISION
Measure what matters ALL STUDENTS ARE GUARANTEED A HIGH-QUALITY EDUCATION.
to inform action,
Identify effective practices
to expand what works, and
Align resources
MISSION
to drive change in policy and practice... IMPACTTULSA ALIGNS THE COMMUNITY TO PROVIDE A
PATHWAY FOR ALL STUDENTS TO THRIVE.
…then we will be a model of excellence that
improves
KINDERGARTEN
KINDERGARTEN
KINDERGARTEN
student
KINDERGARTEN
KINDERGARTEN
achievement EIGHTH-GRADE
THIRD-GRADE
THIRD-GRADE
THIRD-GRADE
THIRD-GRADE
THIRD-GRADE
outcomes.
EIGHTH-GRADE
EIGHTH-GRADE
EIGHTH-GRADE
EIGHTH-GRADE HIGH
HIGH
HIGH
HIGH
HIGH
SCHOOL
SCHOOL
SCHOOL
SCHOOL
SCHOOL POSTSECONDARY
POSTSECONDARY
POSTSECONDARY
POSTSECONDARY
POSTSECONDARY POSTSECONDARY
POSTSECONDARY
POSTSECONDARY
POSTSECONDARY
POSTSECONDARY
READINESS
READINESS
READINESS
READINESS
READINESS ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
LANGUAGE
LANGUAGE
LANGUAGE
LANGUAGE
LANGUAGE MATHEMATICS
MATHEMATICS
MATHEMATICS
MATHEMATICS
MATHEMATICS COMPLETION
COMPLETION
COMPLETION
COMPLETION
COMPLETION ENROLLMENT
ENROLLMENT
ENROLLMENT
ENROLLMENT
ENROLLMENT COMPLETION
COMPLETION
COMPLETION
COMPLETION
COMPLETION
ARTS
ARTS
ARTS
ARTS
ARTS
PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY COLLEGE
COLLEGE
COLLEGE
COLLEGE
COLLEGE
& CAREER
&&
&CAREER
&
CAREER
CAREER
CAREER
READY
READY
READY
READY
READY
OUTCOME AREAS OF FOCUS
KINDERGARTEN
KINDERGARTEN
KINDERGARTEN
KINDERGARTEN
KINDERGARTEN THIRD-GRADE
THIRD-GRADE
THIRD-GRADE
THIRD-GRADE
THIRD-GRADE EIGHTH-GRADE
EIGHTH-GRADE
EIGHTH-GRADE
EIGHTH-GRADE
EIGHTH-GRADE HIGH
HIGH
HIGH
HIGH
HIGH
SCHOOL
SCHOOL
SCHOOL
SCHOOL
SCHOOL POSTSECONDARY
POSTSECONDARY
POSTSECONDARY
POSTSECONDARY POSTSECONDARY
POSTSECONDARY POSTSECONDARY
POSTSECONDARY
POSTSECONDARY
POSTSECONDARY
READINESSENGLISH
READINESS
READINESS
READINESS
READINESS ENGLISH
ENGLISH
ENGLISH
ENGLISH
LANGUAGE
LANGUAGE
LANGUAGE
LANGUAGE
LANGUAGE
ARTS
ARTS
ARTS
ARTS
ARTSMATHEMATICS
MATHEMATICS
MATHEMATICS
MATHEMATICS
MATHEMATICS COMPLETION
COMPLETION
COMPLETION
COMPLETION
COMPLETION ENROLLMENT
ENROLLMENT
ENROLLMENT
ENROLLMENT
ENROLLMENT COMPLETION
COMPLETION
COMPLETION
COMPLETION
COMPLETION
PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY COLLEGE
COLLEGE
COLLEGE
COLLEGE
COLLEGE
& CAREER
&&
&CAREER
&
CAREER
CAREER
CAREER
READY
READY
READY
READY
READY
StriveTogether is a national, nonprofit network of 67 community
KINDERGARTEN
KINDERGARTEN
KINDERGARTEN
KINDERGARTEN
KINDERGARTEN partnerships. The network’s
THIRD-GRADE
THIRD-GRADE
THIRD-GRADE
THIRD-GRADE
THIRD-GRADE mission
EIGHTH-GRADE is to build the capacityHIGH
EIGHTH-GRADE
EIGHTH-GRADE
EIGHTH-GRADE
EIGHTH-GRADE ofHIGH
HIGH
HIGH
HIGH
SCHOOL
SCHOOL
SCHOOL
SCHOOL
SCHOOL POSTSECONDARY
POSTSECONDARY
POSTSECONDARY
POSTSECONDARY
POSTSECONDARY SECONDARY
SECONDARY
SECONDARY
SECONDARY
SECONDARY
READINESSENGLISH
READINESS
READINESS
READINESS
READINESS ENGLISH
ENGLISH
ENGLISH
ENGLISHcommunities
LANGUAGE
LANGUAGE
LANGUAGE
LANGUAGE
LANGUAGE to
ARTSdramatically
ARTS
ARTS
ARTS improve
ARTSMATHEMATICS
MATHEMATICS
MATHEMATICSeducational
MATHEMATICS
MATHEMATICS outcomes for
COMPLETION
COMPLETION
COMPLETION
COMPLETION
COMPLETION ENROLLMENT
ENROLLMENT
ENROLLMENT
ENROLLMENT
ENROLLMENT COMPLETION
COMPLETION
COMPLETION
COMPLETION
COMPLETION
every child from cradle to PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY career by providing strategicCOLLEGE
PROFICIENCY
PROFICIENCY
PROFICIENCY
PROFICIENCY assistance,
COLLEGE
COLLEGE
COLLEGE
COLLEGE & CAREER
&&
&CAREER
&
CAREER
CAREER
CAREER
network communications and high-quality resources. READY
READY
READY
READY
READY
3
Tulsa Area Demographics
4
SKIATOOK COLLINSVILLE
SPERRY
OWASSO
2018 TOTAL POPULATION SCHOOL DISTRICTS
648,360
4.2% GROWTH SINCE 2013
TULSA COUNTY
CITY OF TULSA
SAND SPRINGS
BERRYHILL TULSA
KEYSTONE
2018 PRE-K – 12 STUDENTS
IN TULSA COUNTY AND SAPULPA UNION BROKEN
128,801
4% GROWTH SINCE 2013 JENKS
ARROW
SAPULPA
STUDENTS ENROLLED IN PUBLIC SCHOOL
GLENPOOL
84.4%
SAPULPA SCHOOL DISTRICT IS
INCLUDED IN STUDENT PROFILE, BUT
NOT INCLUDED IN COUNTY DETAILS
BIXBY
1.4% DECLINE SINCE 2013
LIBERTY
RESIDENTS OF TULSA COUNTY ATTENDING
A POSTSECONDARY INSTITUTION:
37,433
1.3% DECLINE SINCE 2013
Tulsa’s population grew by four percent between 2013 and 2018, with the majority of growth coming
TULSA COUNTY 18-24 YEAR OLDS from populations of color. Asian, Hispanic, and Native American populations all grew by double-digit
ENROLLED AT A POSTSECONDARY INSTITUTION percentages during this period, while the African American population grew by nine percent. The
18,631 changing demographics of the region become apparent when looking at the distribution of race and
4.7% GROWTH SINCE 2013 ethnicity by age. Children of color make up over half of the population under age five; while less than
one in four adults 45 or older are of color.
TULSA COUNTY DEMOGRAPHIC BREAKDOWN DEMOGRAPHIC MAKEUP
TOTAL POPULATION
100%
399,279 398,093 147%
% PROFICIENT OR ADVANCED
2013
2018
50%
41%
72,012 84,287
60,335 65,484 17% 17% 48,283 46,034
0%
9%
26,066 30,473 15,646 22,044 -5% 0%
788 1,945
0 0%
COUNTY CITY UNDER 5 5-14 15-24 25-34 35-44 45-54 55-64 65-74 75-84 8+
MULTIRACIAL
WHITE
AFRICAN
AMERICAN
NATIVE
AMERICAN
ASIAN/
PACIFIC ISLANDER
HISPANIC
OTHER
(NON-CITY)
MULTIRACIAL 8% 7% 11% 10% 10% 7% 13% 10% 4% 6% 5% 2%
HISPANIC 7% 17% 20% 21% 18% 14% 7% 6% 6% 2% 1% 0%
ASIAN/PACIFIC ISLANDER 4% 3% 4% 3% 4% 5% 4% 3% 2% 2% 0% 0%
NATIVE AMERICAN 6% 4% 4% 6% 6% 6% 6% 5% 5% 4% 3% 1%
2013 PERCENT OF POPULATION 64% 10% 4% 3% 12% 8% 0% AFRICAN AMERICAN 1% 16% 12% 12% 12% 11% 9% 10% 9% 7% 6% 3%
2018 PERCENT OF POPULATION 61% 10% 5% 3% 13% 7% 0% WHITE (NON-HISPANIC) 75% 53% 48% 47% 50% 58% 60% 66% 74% 79% 85% 93%
4
EDUCATION AND UNEMPLOYMENT EDUCATIONAL ATTAINMENT FOR ADULTS OVER 25,
TULSA COUNTY
PERCENT OF INDIVIDUALS MEDIAN UNEMPLOYMENT
IN CATEGORY INCOME PERCENTAGE HIGH SCHOOL DIPLOMA
OR EQUIVALENCY 89.0%
32% $58,244 COUNTY (NON-CITY) 1%
BACHELOR’S DEGREE
OR HIGHER $51,849 CITY 2%
32% SOME COLLEGE OR
ASSOCIATE’S DEGREE 64.1%
35% $40,164 COUNTY (NON-CITY) 4%
SOME COLLEGE BACHELOR’S DEGREE
OR ASSOCIATES DEGREE OR HIGHER 31.6%
33% $31,707 CITY 6%
94% 92%
26% $34,805 COUNTY (NON-CITY) 6% 90% 89%
HIGH SCHOOL GRADUATE
OR EQUIVALENT 26% $28,266 CITY 4% 78%
65% HIGH SCHOOL DEGREE
7% $28,715 COUNTY (NON-CITY) 1% OR HIGHER
LESS THAN
HIGH SCHOOL DEGREE 10% $23,951 CITY 9% 43% BACHELOR’S DEGREE
37% OR HIGHER
28%
17% 19%
13%
MULTIRACIAL
WHITE
AFRICAN AMERICAN
NATIVE AMERICAN
ASIAN/
PACIFIC ISLANDER
HISPANIC
OKLAHOMA EMERGENCY TEACHER
CERTIFICATIONS, TULSA-AREA ONLY
(OUR 15 SCHOOL DISTRICTS)
2016-2017 150
2017-2018 353
2018-2019 504* Salaries of instructional staff in Oklahoma increased by 13 percent between 2017-18 and
2018-2019, boosting the state from 49th among the states and the District of Columbia to
2019-2020 347
36th.3 The increase in compensation recognizes the vital role played by teachers. Work remains
*ESTIMATE THROUGH DECEMBER OF 2018
to bring total funding into line: expenditures per student increased a mere 3.3 percent during
the same period.
KANSAS
EDUCATION FUNDING Average Teacher Expenditures Students
COMPARISONS, 2018 OKLAHOMA Salary Per Student Per Teacher
Average Teacher Expenditures Students
$49,800 $11,705 Rank 16
MISSOURI
Salary Per Student Per Teacher Rank 46
NAEP RANK
Average Teacher Expenditures Students
COLORADO 4 $8,449 Rank 39 ELA 30 MATH 24 Salary Per Student Per Teacher
Average Teacher Expenditures Students NAEP RANK $50,064 $11,434 Rank 5
Salary Per Student Per Teacher ELA 41 MATH 38 Rank 44
NAEP RANK
$53,301 $11,490 Rank 37 ELA 34 MATH 26
Rank 32
NAEP RANK
ELA 5 MATH 19
ARKANSAS
Average Teacher Expenditures Students
Salary Per Student Per Teacher
NEW MEXICO
$51,019 $10,082 Rank 30
Average Teacher Expenditures Students Rank 37
Salary Per Student Per Teacher NAEP RANK
$47,826 $11,012 Rank 33 ELA 45 MATH 43
Rank 49
NAEP RANK TEXAS
ELA 50 MATH 50
Average Teacher
Salary
Expenditures
Per Student
Students
Per Teacher
UNITED STATES
Average Teacher Expenditures
$54,155 $10,096 Rank 24 Salary Per Student
Rank 27
NAEP RANK $61,730 $12,920
ELA 42 MATH 32
5
Education Outcome Area Trends
PRE-K THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL FAFSA IN-STATE COLLEGE
ENROLLMENT READING MATH GRADUATION COMPLETION ENROLLMENT
(THROUGH JULY 31)
Percent equals the prior Percent of students Percent of students Percent of students Percent of students Percent of high school
year pre-K enrollment meeting OSTP proficiency meeting OSTP graduating high school completing the Free graduates attending
total over the current standards for reading. proficiency standards within four years. Application for Federal Oklahoma colleges
year kindergarten for math. Student Aid (FAFSA). and universities.
enrollment total.
A
B
+8
C
PRIOR PRE-K
ENROLLMENT
+6
+4
PERCENTAGE POINT IMPROVEMENT SINCE BASELINE
+2
KINDERGARTEN THIRD-GRADE EIGHTH-GRADE
KINDERGARTEN THIRD-GRADE
HIGH SCHOOL EIGHTH-GRADE
POSTSECONDARY HIGH SCHOOL
POSTSECONDARY POSTSECONDARY POSTSECONDARY
READINESS ENGLISH LANGUAGE MATHEMATICS
READINESS ENGLISH LANGUAGE
COMPLETION MATHEMATICS
ENROLLMENT COMPLETION
COMPLETION ENROLLMENT COMPLETION
ARTS PROFICIENCY PROFICIENCY ARTS PROFICIENCY
COLLEGE & CAREER PROFICIENCY COLLEGE & CAREER
BASELINE
READY READY
KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY POSTSECONDARY
KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY POSTSECONDARYFAFSA
READINESS ENGLISH LANGUAGE MATHEMATICS COMPLETION ENROLLMENT COMPLETION
COMPLETION
-2
READINESS ENGLISH LANGUAGE MATHEMATICS COMPLETION ENROLLMENT COMPLETION
ARTS PROFICIENCY PROFICIENCY COLLEGE & CAREER
ARTS PROFICIENCY PROFICIENCY COLLEGE & CAREER
READY
READY
-4
KINDERGARTEN THIRD-GRADE EIGHTH-GRADE
KINDERGARTEN THIRD-GRADE
HIGH SCHOOL EIGHTH-GRADE
POSTSECONDARY HIGH SCHOOL
POSTSECONDARY POSTSECONDARY POSTSECONDARY
READINESS ENGLISH LANGUAGE ARTS MATHEMATICS
READINESS ENGLISH LANGUAGE ARTS
COMPLETION MATHEMATICS
ENROLLMENT COMPLETION
COMPLETION ENROLLMENT COMPLETION
PROFICIENCY PROFICIENCY PROFICIENCY
COLLEGE & CAREER PROFICIENCY COLLEGE & CAREER
READY READY
-6
KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY POSTSECONDARY
KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY POSTSECONDARY
READINESS ENGLISH LANGUAGE ARTS MATHEMATICS COMPLETION ENROLLMENT COMPLETION
READINESS ENGLISH LANGUAGE ARTS MATHEMATICS COMPLETION ENROLLMENT COMPLETION
PROFICIENCY PROFICIENCY COLLEGE & CAREER
PROFICIENCY PROFICIENCY COLLEGE & CAREER
READY
READY
KINDERGARTEN THIRD-GRADE EIGHTH-GRADE
KINDERGARTEN THIRD-GRADE
HIGH SCHOOL EIGHTH-GRADE
POSTSECONDARY HIGH SCHOOL
SECONDARY POSTSECONDARY SECONDARY
READINESS ENGLISH LANGUAGE ARTS MATHEMATICS
READINESS ENGLISH LANGUAGE ARTS
COMPLETION MATHEMATICS
ENROLLMENT COMPLETION
COMPLETION ENROLLMENT COMPLETION
CURRENT
73% 36% PROFICIENCY
23% PROFICIENCY
85%
PROFICIENCY
COLLEGE & CAREER
READY
PROFICIENCY
58% COLLEGE & CAREER
READY
53%
2018-2019 2018-2019 2018-2019 2018-2019 2018-2019 2018-2019
KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL POSTSECONDARY SECONDARY
KINDERGARTEN THIRD-GRADE EIGHTH-GRADE HIGH SCHOOL
BASELINE
POSTSECONDARY SECONDARY
65% READINESS
READINESS
36%
ENGLISH LANGUAGE ARTS
ENGLISH LANGUAGE ARTS MATHEMATICS
PROFICIENCY 23%
MATHEMATICS
PROFICIENCY
COMPLETION 81%
COMPLETION ENROLLMENT
ENROLLMENT
COLLEGE & CAREER 58%
COMPLETION
COMPLETION 57%
2013-2014 2016-2017
PROFICIENCY PROFICIENCY
2016-2017
COLLEGE & CAREER
READY 2013-2014 2014-2015 2013-2014
READY
6
TRENDS AND GOALS
We’ve reached the point in our journey where we have locked down Bottomline on performance: more young Tulsans are starting
the key indicators, measured them consistently over time, and can education early (pre-K) and persisting through high school.
track progress and setbacks. We find good news early and late in Achievement is stubbornly stable, and nationally college-going
the continuum. The eight-percentage point improvement in pre- is competing with job opportunities in an unprecedented
kindergarten enrollment over five years may be the best news in this economic expansion.
report. That translates to 814 more attendees in 2018-19 than if the
Trend tracking usually marks the end of the report. But this year we
participation rates of 2013-14 had persisted. The community should
take an additional step—extending from “what is” to “what should
also take pride in the steadily improving high school graduation
be”. ImpactTulsa convened goal setting sessions. We set out to
rate—up two percentage points from last year and four percentage
create goals that were: ambitious but achievable, actionable, time-
points since the 2013-14 benchmark year. That’s progress.
limited, and equitable (that is, no gaps based on race, ethnicity, or
Last year’s report showed declines in the two indicators tied to income). These are just first steps with additional goals to be made.
standardized testing—3rd grade English Language Arts (ELA) and 8th We recognize there are many factors that go into reaching these goals
grade math. ELA and math proficiency rates returned to their 2016-17 and there’s a lot of work that goes into moving outcomes. However, if
levels—36 percent and 23 percent, respectively. It’s a relief to know Tulsa is going to achieve world-class status, our community will need
the declines recovered but disappointing we do not have progress to to come together to reach these goals and press on to higher levels.
report—especially in math given the low levels of proficiency.
Performance on the college-related indicators—FAFSA and in-state
postsecondary enrollment—are flat or slightly down. Nationally, an
extended economic expansion—now the longest in U.S. history—
provides attractive opportunities outside of education. This could be
one of many contributors to the college-related trends. No one looks
forward to a recession, but when one inevitably arrives, we expect
college-going rates to edge up.
This year’s report is missing a Kindergarten readiness indicator.
Districts deploy a variety of assessments built on competing methods.
Aggregating outcomes across these loosely related tests does not
yield the most reliable regionwide analysis. Some simplification and
standardization of these assessments would be a productive
step forward.
7
LEARNING HOW NEIGHBORHOOD FACTORS
The Child Equity Index AFFECT STUDENT SUCCESS
During 2018, ImpactTulsa worked in collaboration with Tulsa Public health, neighborhood socioeconomic status (SES), neighborhood
Schools and ECONorthwest to develop a Child Equity Index (CEI). safety, neighborhood pride and custodianship, and neighborhood
access. The tool measures the collective impact of these factors and
The CEI is a data-driven tool and resource for Tulsa area school
conditions on student outcomes.
districts and community partners to understand student need with
consideration given to student residential environments. The “place-based” measures are attached to student addresses and
residential environments using data captured at the census tract and
The CEI measures student factors and neighborhood conditions, using
zip code geographic boundaries.
more than 40 indicators across six domains of influence (see figure
below, Domains of Influence) —student-level factors, neighborhood
DOMAINS OF INFLUENCE The index scores produced by the model help us understand
the geographic landscape of access and opportunity. The map
The subdomains help us target and align resources based on
different type of needs for both students and neighborhoods. below illustrates the relationship between overall neighborhood
conditions and their contribution to academic outcomes for the
students that live there. For instance, the blue-shaded census
1 STUDENT LEVEL DOMAIN
tracts represent areas with above-median (and more favorable)
Gender Economic Disadvantage
Race/Ethnicity Homeless contributions to student academic outcomes, whereas the orange-
ELL Special Alert (i.e. medical)
Student Mobility EBL
shaded census tracts represent the areas with below-median (and
Attended Pre-K Suspensions less favorable) contributions. With the ability to look at how each
2 NEIGHBORHOOD HEALTH individual domain contributes to the overall index, this information
Built Environment Score Infant Mortality Rate provides the ability to identify types of interventions needed to help
Life Expectancy Teen Pregnancy
Mental Health/ Low Birth Weight close opportunity gaps and to overcome barriers to student success.
Substance Abuse Visits
ER Visits
3 NEIGHBORHOOD SES OVERALL DOMAIN SCORES AGGREGATED BY CENSUS TRACT
% of Population with Receipt of SNAP
Less than a High School (Food Stamps)
Education Housing Cost
% of Pop below 100% FPL Burdened
% of Pop below 200% FPL Housing Quality
Unemployment Rate and Condition 66th St N
4 NEIGHBORHOOD SAFETY
SUBURBAN
HILLS 56th St N 56th St N SIGNIFICANTLY ABOV
75
169 SLIGHTLY ABOVE ME
Violent Crime Gun-related Mortality Mohawk Park Port Rd SLIGHTLY BELOW ME
(aggravated assault, Arrests
homicide, rape, robbery) SIGNIFICANTLY BELO
36th St N
Narcotics crime
TULSA Apache St.
INTERNATIONAL
AIRPORT
5 NEIGHBORHOOD CUSTODIANSHIP GILCREASE HILLS 75 Pine St S
UNIVERSITY
Nuisance/311 Complaints PARK KENDALL-
WHITTIER Admiral Pl 44
412 GREENWOOD 244
Negative land use 64
DOWNTOWN PEARL
S. Garnett Ave
11th St S
Built Environment
Sheridan Rd
Memorial Dr
MID
Nuisance TULSA MINGO
Utica Ave
VALLEY
RIVER 21st St S
WEST
Harvard Ave
Peoria Ave
Lewis Ave
Yale Ave
75 169
64
31st St S
6 NEIGHBORHOOD ACCESS
51
66th St N 41st St S
Walkscore Industrial/Oil Land Site
PATRICK
Transit Highway
SUBURBAN
HILLS 56th St N HENRY
56th St N SIGNIFICANTLY ABOVE MEDIAN
51st St S
e
npik
44
Grocery Stores Parks, Trails, Schools SLIGHTLY ABOVE MEDIAN
169
Tur
WEST 75 75 HELLER
ner
HIGHLANDS PARK LAFORTUNE Port Rd
SLIGHTLY BELOW MEDIAN
Vehicle Access
Tur
Mohawk Park
PLAZA
HOPE
61st St S
VALLEY SIGNIFICANTLY BELOW MEDIAN
36th St N
71st St S
TULSA Apache St.
INTERNATIONAL
8 AIRPORT
GILCREASE HILLS 75 Pine St S
UNIVERSITY
PARK KENDALL-
WHITTIER Admiral Pl 44
412 GREENWOOD 244STUDENT CHRONIC ABSENTEEISM
66th St N
One interesting example of how SUBURBAN
HILLS 56th St N 56th St N
this data can be used is looking 75
169
Mohawk Park Port Rd
at where chronic absenteeism
rates are highest across our city. 36th St N
Community partners, teams of
TULSA Apache St.
leaders from Tulsa Public Schools, INTERNATIONAL
AIRPORT
ImpactTulsa and the City of Tulsa GILCREASE HILLS 75 Pine St S
are already exploring areas for UNIVERSITY
PARK KENDALL- Admiral Pl 44
collaboration and key investments 412
64
GREENWOOD WHITTIER 244
DOWNTOWN PEARL
S. Garnett Ave
11th St S
that can be made in neighborhoods
Sheridan Rd
Memorial Dr
MID
TULSA MINGO
to improve school attendance and
Utica Ave
VALLEY
RIVER 21st St S
WEST
Harvard Ave
Peoria Ave
in turn student outcomes.
Lewis Ave
Yale Ave
75 169
64
31st St S
51
41st St S
PATRICK
HENRY
51st St S
e
npik
44
Tur
WEST 75 HELLER
ner
HIGHLANDS PARK LAFORTUNE
Tur
PLAZA
HOPE
61st St S
VALLEY
71st St S
The Opportunity Atlas, with its neighborhood-level estimates of The Child Equity Index (CEI) gives Tulsa a big head start on
economic mobility, has gained attention across the country since answering these questions. The CEI has already done the hard work of
its release in late 2018. The Atlas follows 20 million Americans
5
documenting the key neighborhood conditions that collectively affect
from childhood to their mid-30s and traces their paths to affluence student outcomes. Turns out we find a strong relationship between
or poverty back to the neighborhoods where the children grew up. today’s CEI scores and the Opportunity Atlas’ neighborhood mobility
It’s a robust scorecard of where the American Dream is, and isn’t scores. Generally, neighborhoods with low CEI scores today also show
working. With these new data in hand, policymakers at all levels of low economic mobility for children who grew up there decades ago.
government—schools districts, counties, cities, states—are looking And, today’s high CEI scoring neighborhoods generally show better
VE MEDIAN
EDIAN for direction on where and how to intervene to improve economic historic mobility rates. Those relationships don’t work everywhere,
EDIAN mobility for today’s youth. and some neighborhoods have switched positions over time. We have
OW MEDIAN
plenty to learn in those neighborhoods as well.
The Opportunity Atlas, with its neighborhood-level estimates of
economic mobility, has gained attendance across the country since The bottom line: using current, local data, the CEI provides an
researchers from the US Census Bureau, Opportunity Insights and important confirmation of the Opportunity Atlas and reveals
Brown University released it in late 2018. As policymakers try to make
5
neighborhoods ready for investment. Furthermore, the CEI, built
use of the Atlas, at least two questions come to mind: on over 40 neighborhood indicators, suggests where we should
start. Direct investments in schools are critical. But we will also find
First, are the neighborhood conditions of the 1970s and 1980s similar
important solutions in our housing, health care, human service,
to the conditions we see today? Neighborhoods change over time—
and transportation systems. Pulling in these adjacent sectors is an
sometimes quite a bit.
important part of ImpactTulsa’s work.
Second, if neighborhood conditions show disparities, what specifically
should be addressed on the ground?
9GROWTH IN ESTIMATED PRE-K ENROLLMENT %
GROWTH IN PRE-K ENROLLMENT,
FALL 2013 TO SPRING 2019
2018/2019 PERCENT OF KINDERGARTENERS WHO HAD PRE-K
73% 71% 67% 82% 68% 77% 77%
GROWTH 2013/2014 — 2018/2019
399 MORE
STUDENTS WERE 10.1% 10.0% 10.0% 399 MORE STUD
IN PRE-K IN WERE IN PRE-K
Pre-K Enrollment
8.4% 8.0%
2018/2019 THAN 2018/2019 THA
4.9% 2012/2013
IN 2012/2013
-5.6%
WHAT THE DATA SAYS 0% CHANGE
MULTIRACIAL
ALL STUDENTS
NATIVE AMERICAN
HISPANIC
WHITE
AFRICAN AMERICAN
Overall enrollment rates have increased every year since 2013, with recent increases
of about one percentage point per year and slightly larger gains among African
ASIAN/
PACIFIC
ISLANDER
American, multiracial, and white populations.6 Only the Asian/Pacific Islander
population had a lower enrollment rate in 2018 than in 2013, but this group
6,783 2,699 886 832 388 1,598 365
continues to have a relatively high enrollment rate overall. These trends reflect 2018/2019 NUMBER OF PRE-K STUDENTS
region-wide efforts to improve pre-K outreach and enrollment. ESTIMATED PRE-K ENROLLMENT % (NEW, GOAL TBD)
PRE-K ENROLLMENT OVER TIME
Oklahoma is ranked fourth in the nation as a leading state in providing universal
pre-K access.7 Growth in enrollment rates will likely slow in the coming years, as 80%
ESTIMATED % OF STUDENTS WHO ATTENDED PRE-K
78% 78% GOAL
the state is already a nationwide leader and children from families choosing private 75%
76%
77% 76% 76% 76%
73%
schools or whose parents prefer to keep them at home comprise an ever-larger 71% 72%
70% 69%
70%
share of children not already enrolled in public programs.
65% 65%
60%
WHY IT MATTERS
2015/2016
2013/2014
2016/2017
2017/2018
2018/2019
2014/2015
2019/2020
2020/2021
2021/2022
2022/2023
2023/2024
2024/2025
Opportunity gaps, by income or race/ethnicity, are created before kindergarten
KINDERGARTEN YEAR
and do not substantially widen or shrink thereafter.8 Eliminating gaps requires
TULSA AREA TULSA GOAL STATE
early childhood interventions such as high-quality pre-K. Tulsa and Oklahoma are
nationally recognized for their pre-K programming, and a growing body of evidence
suggests enrollees will be better prepared for kindergarten, will gain critical social
skills, and will complete high school at higher rates.9
One example of successful outreach efforts is ImpactTulsa’s partnership with The
Power of Families Project to successfully bring community members together to
serve as trusted messengers about pre-K opportunities. The team of Promotoras,
advocates from the community that work in and with the community, canvassed
neighborhoods to share information with families about Pre-K enrollment which
increased enrollment in target zip code areas.
“The goal of The Power of Families Project (POF), is to remove the unique barriers that impede
community engagement and school readiness among Tulsa’s Hispanic/Latinx families, with a focus on
Spanish-speaking, vulnerable and isolated families. We were proud to partner with ImpactTulsa as families
were excited to hear this information from a trusted source and community member which helped increase
enrollment. In addition, our team of Promotoras were empowered to be engaged as part of the solution in
providing opportunities to their community.”
MARIA ELENA KUYKENDALL – POWER OF FAMILIES
10Attendance
WHAT THE DATA SAYS
Average Daily Attendance (ADA) provides a high-level overview of attendance
patterns by identifying the share of students that show up for school on the
average day. By this measure, the region’s schools have underperformed relative
to the statewide average since at least 2014-15 and have demonstrated a slight “The Continuous Learning and Improvement
downward trend since then compared to the state. (CLI) model has pushed our school to consistently
refine our practices by developing student-focused
But the seemingly high ADA levels and relatively small changes from year to year strategies with a personalized process that pairs
miss a critical part of the story, namely, the prevalence of students with serious sustainable interventions and ongoing student data
attendance problems. To capture this information, schools and districts in many monitoring. By collecting experiential data from
states now calculate the share of students missing at least ten percent of school students, families, and school staff, we were able
days, the chronic absenteeism rate. While the region’s chronic absenteeism rate to understand the hurdles that negatively affect
attendance rates. From there, we worked with the
of 13.4 percent in 2018-19 likely exceeds the statewide rate given the difference
community to design strategies and interventions
in ADA, both region and state likely perform in the top tier of states. The most
tailored to the needs of students and families.”
recent data from the federal government indicate that in the 2015-16 academic
year, Oklahoma was in the top ten states with the lowest rate.10 LINDSAY JOHNSON – BROKEN ARROW PRINCIPAL
ADA FOR OKLAHOMA AND TULSA AREA
WHY IT MATTERS ADA FOR OKLAHOMA AND TULSA AREA
In early grades, regular attendance demonstrates a family’s commitment to AVERAGE DAILY ATTENDANCE OVER TIME
getting their child to school. In later grades, as students become increasingly 95%
independent, regular attendance signals that a student has taken an active 95% 83%
82%
83% 83%
role in their academic development. Mounting evidence demonstrates strong 83%
83%
82%
83%
94% 83% 83% 83%
correlations between early attendance and longer-term outcomes such as reading 81%
84%
94% 83%
81%
proficiency and high school graduation. 84%
84%
85%
85%
84%
93%
By creating and using a predictive model for chronic absenteeism, ImpactTulsa
FY 2015
FY 2016
FY 2017
FY 2018
FY 2019
93%
FY 2015
FY 2016
FY 2017
FY 2018
FY 2019
has helped school leaders determine who is at risk of becoming chronically absent
with 86% accuracy by the 20th day of school. ImpactTulsa has worked alongside
TULSA AREA STATE
principals, attendance teams, and school staff to put into practiceFAYnationally
STUDENTS CHRONICALLY ABSENT
TULSA AREA STATE
researched strategies brought to Tulsa by Hedy Chang with Attendance Works.
We explored how to bring the conversation of attendance into parent-teacher CHRONIC ABSENCE IN THE REGION
conferences, form attendance teams, use data to inform tiered decisions, utilize
success mentors, and address a variety of health-related needs of chronically
13.4%
absent students. Furthermore, ImpactTulsa worked closely with four school
districts and over 200 district and school leaders to better understand the root
causes of absenteeism at their sites through data analytics, continuous learning
and improvement coaching, and collaborative action networks.
2018–2019
11GOAL
50%
48%
509 MORE 3RD
% PROFICIENT OR ADVANCED
GRADERS PROFICIENT
40% 39% 39% THAN LAST YEAR
36% 36%
33%
30% 30%
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN
3RD GRADE ENGLISH LANGUAGE ARTS
20%
40%
% PROFICIENT OR ADVANCED
39% 39%
2015/2016
2016/2017
2017/2018
2018/2019
2019/2020
2020/2021
2021/2022
2022/2023
2023/2024
2024/2025
36% 36%
Third-Grade English 30%
33%
30%
Language Arts
509 MORE
3RD GRADERS
TULSA AREA TULSA GOAL STATE
PROFICIENT THAN
20% LAST YEAR
2015/2016
2016/2017
2017/2018
WHAT THE DATA SAYS
2019 third-grade English Language Arts (ELA) proficiency rates returned to levels
seen in 2017 following a dip in 2018 attributable (at least in part) to the 10-day
school closure that immediately preceded that year’s ELA assessment.11 While this
TULSA AREA STATE
rebound is encouraging, the region and state nonetheless remain among the bottom
tier of states in elementary school ELA performance.
Rates for all racial subgroups except two returned to their 2017 rates; rates for
African American and multiracial students fell just shy and remain far below the
rates for white, Asian/Pacific Islander, Native American, and multiracial. Only about
15 percent of subgroups with IEPs and ELL status meet the state’s proficiency level.
Twenty-two percent of third graders with economic disadvantage are proficient,
with disparities compounded by race and ethnicity: 12 percent of low-income
African American third graders versus 37 percent of low-income Asian/Pacific
Islander students meet the proficiency level.
WHY IT MATTERS
Third-grade ELA proficiency predicts subsequent educational success, including
the likelihood of high school graduation. Given that, the existence of a large and
persistent opportunity gap underscores the importance of improving outcomes
for all student populations. The opportunity gap is a byproduct of both economic
disadvantage and the inequalitieis of race and ethnicity. Boosting ELA proficiency
across all groups, but especially for the most underserved populations, is crucial
for the future success of those students as well as the broader Tulsa community
and workforce.
Programs like Reading Partners work to support students in underserved
communities master basic reading skills in partnership with community volunteers
to provide individualized, personal literacy interventions.
12PERCENTAGE PROFICIENT OR ADVANCED IN 3RD-GRADE ELA DISAGGREGATED BY RACE AND ECONOMIC STATUS, 2018/19
S PROFICIENT OR ADVANCED IN 3RD GRADE ENGLISH LANGUAGE ARTS 2018/19
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 3RD GRADE
3RD GRADE ENGLISH LANGUAGE ARTS 2018/2019 ENGLISH LANGUAGE ARTS BY RACE AND ECONOMIC STATUS, 2018/2019
OUTCOMES BY ECONOMIC STATUS AND RACE/ETHNICITY
58%
50% 62.5%
58.0%
% PROFICIENT OR ADVANCED
43% 56.3% 55.4%
41% 42%
% PROFICIENT OR ADVANCED
39% 38% 40%
36%
33% 41.5%
36.8% 36.1%
31.6%
22% 27.0% 25.3%
19%
15% 15% 14% 15.6%
11.7%
MULTIRACIAL
WHITE
ASIAN/
PACIFIC ISLANDER
NATIVE
AMERICAN
HISPANIC
AFRICAN
AMERICAN
ASIAN/PACIFIC ISLANDER
MULTIRACIAL
ALL STUDENTS
NATIVE AMERICAN
NO ELL
ELL
HISPANIC
WHITE
AFRICAN AMERICAN
FEMALE
MALE
NO IEP
IEP
ECONOMICALLY ADVANTAGED
ECONOMICALLY DISADVANTAGED
ECONOMICALLY
ADVANTAGED 2,323 126 307 386 311 158
ECONOMICALLY
DISADVANTAGED 1,651 277 396 628 1,769 986
NUMBER OF TEST TAKERS
9,318 3,974 403 703 1,014 2,080 1,144 4,605 4,713 7,666 1,652 7,359 1,959 3,611 5,707
NUMBER OF TEST TAKERS
ELL= English Language Learner: It has been referred to by several other names including:
Limited English Proficient (LEP) and English Learner (EL). A language other than English is
spoken more often than English in the home OR a language other than English is Spoken less
often than English in the home. Upon entering school, the student has been administered the
Pre-K Screener, the Kindergarten WIDA ACCESS Placement Test (K-W-APT) or the WIDA ACCESS
Placement Test (W-APT) and has a qualifying score below the proficiency level.
IEP= Individualized Education Program: A written document (developed collaboratively by
parents and school personnel) which outlines the special education program for a student with a
disability. This document is developed, reviewed and revised at an IEP meeting at least annually.
Source: Oklahoma State Department of Education
“Our students showed increased academic growth
last year with the help of Reading Partners as well
as a greater love for reading. The social emotional
learning gains our students have experienced
from community mentorship are increased
social awareness, self-management, relationship
building and responsible decision making. Reading
Partners is creating pathways of opportunity by
helping students to become lifelong readers which
intensifies the path of them becoming college and
career ready.”
ELAINE BUXTON, TULSA PUBLIC SCHOOLS PRINCIPAL
13GOAL 135 MORE 8TH
% PROFICIENT OR ADVANCED
30% 30% GRADERS PROFICIENT
THAN LAST YEAR
Eighth-Grade
25%
23% 23%
23%
22%
21%
Mathematics
20% 20% PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN
8TH GRADE MATH
15%
25%
% PROFICIENT OR ADVANCED
2015/2016
2016/2017
2017/2018
2018/2019
2019/2020
2020/2021
2021/2022
2022/2023
2023/2024
2024/2025
23% 23%
23%
22%
20% 21%
Eighth-Grade 20%
135 MORE
8TH GRADERS
15% PROFICIENT THAN
Mathematics TULSA AREA TULSA GOAL STATE LAST YEAR
2015/2016
2016/2017
2017/2018
WHAT THE DATA SAYS
The overall share of eighth graders deemed proficient in math in 2019 returned
to 23 percent, the same level seen in 2017, similar to the statewide trend, with TULSA AREA STATE
outcomes in the region remaining at about the statewide average.12 Oklahoma has
underperformed relative to the national average since the early 2000s.13 As with
third-grade ELA performance, disaggregating eight-grade math proficiency rates
reveals large disparities in outcomes for African American, Hispanic, and low-
income students, while rates for Asian/Pacific Islander students were the highest.
Among students with economic disadvantage, proficiency rates range from 8
percent for African American eighth graders to 30 percent for Asian/Pacific Islander
students. Proficiency for ELL students and students with an IEP also fall well below
the overall average.
WHY IT MATTERS
As technological progress accelerates in the world around us, math is an
increasingly important skill set for any career path students choose to enter. In
addition, math enhances students analytical skills and the ability to think critically
in understanding society. Alongside math skills, students also need to develop social
skills (abilities to communicate, negotiate and persuade) for a greater range of job
opportunities and stronger wage growth.14
Programs like the Tulsa Regional Stem Alliance’s Me and My Math Mentor highlight
the impact of merging math and social skill development to provide Tulsa area
students with unique learning opportunities.
14PERCENTAGE PROFICIENT OR ADVANCED IN EIGHTH-GRADE MATH DISAGGREGATED BY RACE AND ECONOMIC STATUS, 2018/19
PROFICIENT OR ADVANCED IN 8TH GRADE MATH 2018/19
PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN PERCENT OF STUDENTS PROFICIENT OR ADVANCED IN 8TH GRADE
8TH GRADE MATH 2018/2019 MATH BY RACE AND ECONOMIC STATUS, 2018/2019
OUTCOMES BY ECONOMIC STATUS AND RACE/ETHNICITY
66.3%
44%
% PROFICIENT OR ADVANCED
% PROFICIENT OR ADVANCED
35%
30% 38.0% 35.9%
26% 25%
23% 24% 22% 24% 29.6%
26.5%
19% 25.1%
14% 13% 16.2% 16.0%
9% 13.8% 11.4% 12.1%
4% 7.7%
2%
MULTIRACIAL
ASIAN/
PACIFIC ISLANDER
WHITE
NATIVE
AMERICAN
HISPANIC
AFRICAN
AMERICAN
WHITE
MULTIRACIAL
ALL STUDENTS
NATIVE AMERICAN
NO ELL
ELL
HISPANIC
ASIAN/PACIFIC ISLANDER
AFRICAN AMERICAN
FEMALE
MALE
NO IEP
IEP
ECONOMICALLY ADVANTAGED
ECONOMICALLY DISADVANTAGED
ECONOMICALLY 104 2,324 357 325 295 175
ADVANTAGED
ECONOMICALLY
DISADVANTAGED 162 1,258 436 351 1,360 764
NUMBER OF TEST TAKERS
7,911 266 3,582 793 676 1,655 939 3,865 4,046 6,848 1,063 7,447 464 3,580 4,331
NUMBER OF TEST TAKERS
ELL= English Language Learner IEP= Individualized Education Program
Full definition on page 13
“Me and My Math Mentor creates a pathway to
opportunity for students by helping them get to
know STEM professionals, experience mathematics
that is social, team oriented, strategic, and inviting
to become world class problem solvers through
the number sense reinforcing platform of playing
games. This program has increased Math academic
growth and reduced chronic absenteeism among
student participants.”
XAN BLACK, TULSA REGIONAL STEM ALLIANCE
15HIGH SCHOOL GRADUATION RATES BY DEMOGRAPHIC GROUP
GRADUATION RATE OVER TIME BY DEMOGRAPHIC
GOAL
90% 90%
252 MORE STUDEN
% PROFICIENT OR ADVANCED
GRADUATED IN 201
252 MORE GRADUATED
THAN IF GRADUATI
IN 2018 THAN IFRATES REMAINED A
High School Graduation
85%
85%
2013 LEVEL
84%
84%
GRADUATION RATES
83%
83% 83%
83%
82%
83%
REMAINED AT THE
81% 2013 LEVEL
80%
WHAT THE DATA SAYS
2013/2014
2014/2015
2015/2016
2016/2017
2017/2018
2018/2019
2019/2020
2020/2021
2021/2022
2022/2023
2023/2024
2024/2025
The on-time, four-year graduation rate rose from 83 to 85 percent. The increase
was driven by increases across racial and income subgroups. Hispanic, Native
TULSA AREA TULSA GOAL STATE
American, and White students experienced increases of three percentage pointsCHANGE IN HIGH SCHOOL GRADUATION RATES BY DEMOGRAPHIC GROUP
each between 2017 and 2018. Multiracial students experienced the smallest GRADUATION RATE PERCENT CHANGE OVER TIME BY RACE/ETHNICITY
increase (less than one percentage point). Large completion gaps persist, however.
2017/2018 GRADUATION RATE
Hispanic and African American high schoolers have the lowest graduation rates 80.8% 76.9% 85.6% 80.7% 85.4% 83.2% 88.7% 91.3% 86.5% 86.8% 77.2% 86.7% 58.0%
GROWTH 2013/2014 — 2018/2019
(81 percent) compared to their counterparts. Men graduate on time at lower rates 10.8%
9.1%
8.0%
than women, and lower income students graduate on time at lower rates than 6.0%
4.0%
students with higher incomes. 15 2.6% 2.3% 2.0%
-2.8% N/A N/A N/A N/A
0% CHANGE
MULTIRACIAL
NO ELL
ELL
ECONOMICALLY DISADVANTAGED
HISPANIC
ALL STUDENTS
WHITE
ECONOMICALLY ADVANTAGED
NO IEP
IEP
AFRICAN AMERICAN
NATIVE AMERICAN
The region’s high school graduation rate remains close to the U.S. average, a
ASIAN/
PACIFIC
ISLANDER
relatively strong showing given the region’s relatively lower performance in
elementary ELA and middle school math. TULSA COMMUNITY COLLEGE CONCURRENT ENROLLMENT, 2013-2019 TUL
1,099 3,416 833 1,321 8,370 825 3,959 4,954 333 7,217 1,153 8,013 357
2017/2018 COHORT SIZE
College/Career Readiness
SAT and ACT results from across the region indicate about 36 percent of the TULSA COMMUNITY COLLEGE CONCURRENT ENROLLMENT, 2013-2019
region’s 11th graders are ready for college-level work in ELA, and 27 percent are
2,123
ready for college math. The findings—stronger performance in language than 2,073
math—mirror the 3rd and 8th grade test results. Subgroup analyses yield striking 1,947 1,954 1,955
opportunity gaps, particularly in comparison to the smaller (but still important)
1,833
disparities in high school graduation rates. For example, only 5 percent of low-
income African American students are ready for college math compared with 45
percent of middle- and upper-income white students.
TULSA COMMUNITY COLLEGE CONCURRENT ENROLLMENT, 2013-2019 TULSA TECH SECONDARY ENROLLMENT (FULL-TIME) 2013-2019
2014-2015
2017-2017
2017-2018
2018-2019
2013-2014
2015-2016
On a better note, high school concurrent enrollment in community college and
technical education centers made a big jump in the last year, with 2,123 students
concurrently enrolled at Tulsa Community College (TCC) and 4,148 students TULSA TECH SECONDARY STUDENT ENROLLMENT
(FULL-TIME), 2013-2019
enrolled at Tulsa Tech in 2018-19. 16
2,123 4,121 4,148
3,828 3,865
2,073
3,524
Concurrent enrollment at TCC gives students a head start on becoming prepared 3,286
for college, provides an introduction to1,947 1,954of 1,955
the higher demands college-level
courses, and allow students an early pursuit of their1,833
higher education, career, and
professional aspirations. The programming at Tulsa Tech helps address a well-
recognized technical skills shortage and puts students on a path to well-paying
opportunities in the skilled trades.
2014-2015
2017-2017
2017-2018
2014-2015
2017-2017
2017-2018
2018-2019
2018-2019
2013-2014
2015-2016
2013-2014
2015-2016
16WHY IT MATTERS PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS
PERCENTAGE OF ELEVENTH-GRADE STUDENTS MEETING COLLEGE READINESS BENCHMARKS, 2018/19
BENCHMARKS IN MATH
BY DEMOGRAPHICS – MATHAND
ANDENGLISH
ELA LANGUAGE ARTS, 2019
High school graduation is a minimum requirement for students aspiring % PROFICIENT OR ADVANCED
to reach the middle class. As of November 2019), the unemployment MATH 7,454
ALL STUDENTS
27%
7,459 36%
rate for adults without a high school degree is still 5.3 percent—1.5 ELA
3,418 38%
percentage points higher than the rate for high school graduates and 3,421
WHITE
49%
more than twice the unemployment rate for college graduates (2.0 316 ASIAN/ 38%
316 PACIFIC ISLANDER 37%
percent).17 High school dropouts have also seen relatively slow wage 693 28%
MULTIRACIAL
growth since the early 1990s.18 Economists and technologists foresee an 621 35%
621 25%
acceleration of technological progress in coming years through artificial 693
NATIVE AMERICAN
36%
intelligence, machine learning, and robotics. Technology will replace 1,462
HISPANIC
14%
1,463 19%
more routine work, which could further hurt the job prospects for adults 944 7%
AFRICAN AMERICAN
without a high school diploma. Boosting college and career-readiness is 945 15%
an imperative as the region continues to advance postsecondary entry 3,668
FEMALE
26%
3,671 40%
and completion. 3,786 29%
MALE
3,788 32%
Union’s Career Connect program partners with local business and 6,519
NO IEP
31%
6,522 40%
community leaders to offer job shadowing, apprenticeships and 935 4%
IEP
937 6%
internships in addition to their concurrent enrollment offerings. This
6,913 29%
real-world work experience allows students to learn from industry 6,917
NO ELL
39%
experts to make more educated decisions for themselves while in high 541 3%
ELL
542 1%
NUMBER OF TEST TAKERS
school regarding postsecondary aspirations.
3,868
ECONOMICALLY 40%
3,870 ADVANTAGED 50%
3,586
ECONOMICALLY 14%
MATH- OUTCOMES BY ECONOMIC STATUS AND RACE / ETHNICITY
3,589 DISADVANTAGED 21%
MATH – OUTCOMES BY ECONOMIC STATUS AND RACE/ETHNICITY
OUTCOMES BY ECONOMIC STATUS AND RACE/ETHNICITY
52.6%
% PROFICIENT OR ADVANCED
44.9%
40.9%
31.8%
26.3% 25.3%
20.9%
16.4% 14.9%
12.0% 10.8%
4.7%
MULTIRACIAL
ASIAN/
PACIFIC ISLANDER
WHITE
NATIVE
AMERICAN
HISPANIC
AFRICAN
AMERICAN
ECONOMICALLY ADVANTAGED 137 2,425 384 365 336 221
“Through this real world experiential ELA - OUTCOMES BY ECONOMICECONOMICALLY
STATUS AND DISADVANTAGED 179
RACE / ETHNICITY 993 309 256 1,126 723
NUMBER OF TEST TAKERS
learning program, students gain a sense
of purpose, and can plan their path ELA – OUTCOMES BY ECONOMIC STATUS AND RACE/ETHNICITY
forward with a deep understanding about OUTCOMES BY ECONOMIC STATUS AND RACE/ETHNICITY
the career options they have available to 55.5%
54.0%
them. All students in Career Connect
% PROFICIENT OR ADVANCED
45.6%
42.7%
gain soft skills and build professional 32.8% 33.0%
24.6% 25.4% 26.7%
relationships that will serve them well, 22.7%
14.6%
11.3%
now and in their future.”
MULTIRACIAL
ASIAN/
PACIFIC ISLANDER
WHITE
NATIVE
AMERICAN
HISPANIC
AFRICAN
AMERICAN
JENNY FLOWER, UNION CAREER CONNECT
ECONOMICALLY ADVANTAGED 137 2,427 384 365 336 221
ECONOMICALLY DISADVANTAGED 179 994 309 256 1,127 724
NUMBER OF TEST TAKERS
ELL= English Language Learner IEP= Individualized Education Program
Full definition on page 13
17FAFSA COMPLETION FOR HIGH SCHOOL SENIORS, 2015-2019
Postsecondary Entry
and Completion FAFSA COMPLETION FOR HIGH SCHOOL SENIORS, 2015-2019
4,500 80%
NUMBER OF FAFSAS COMPLETED
SENIORS COMPLETING FAFSA
PERCENTAGE OF ENROLLED
GOAL
WHAT THE DATA SAYS 4,300 70% 70%
Most students require some form of financial aid to attend college. Completing the 4,100 61%
60% 60%
58% 58%
57%
FAFSA comprises the necessary first step towards accessing institutional, state, and
3,900 50%
federal support for postsecondary education. The region has sustained a substantial
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
increase in FAFSA completions after 2015-16, the result of region wide efforts to
COMPLETIONS COMPLETION RATE TULSA GOAL
boost the number of high school students that have completed the FAFSA by the
time they graduate. Due in part to the region’s higher graduation rate and, hence,
increasing number of high school graduates, the overall FAFSA completion rate
PERCENTAGE OF HIGH SCHOOL GRADUATES ENROLLINGOF
PERCENTAGE INHIGH
OKLAHOMA COLLEGES,
SCHOOL 2013-2019
GRADUATES ENROLLING
remains essentially unchanged relative to 2013-14 after slight declines in 2016-17 IN OKLAHOMA COLLEGES, 2013-2019
and 2017-18.
60%
GOAL
The in-state, first-time college-going enrollment remains unchanged, staying at 57%
56%
57%
55%
53 percent during 2018-2019. This represents the share of Tulsa area high school 52%
53% 53%
52%
50%
graduates who enroll in Oklahoma public and private universities and colleges. The 49% 49%
47%
unchanged rate at 53 percent is seemingly good news. The region—like the state— 46%
has seen a consistent decline in enrollments among recent high school completers
40%
between 2014 and 2017, with rates for the Tulsa region slightly edging up during
2013/2014
2014/2015
2015/2016
2016/2017
2017/2018
2018/2019
2019/2020
2020/2021
2021/2022
2022/2023
2023/2024
2024/2025
2017-2018. While the slight increases in rates of college enrollment for the region
have been positive, rates for participation in developmental education courses
and remediation presents a more nuanced picture. Forty-two percent of Tulsa TULSA AREA TULSA GOAL STATE
area graduates were required to participate in a developmental education course
(remediation) in their first year enrolled at an Oklahoma college during 2017-2018.
This rate is higher than the state’s average of 37 percent. These rates are concerning OF THE STUDENTS WHO ENROLL IN COLLEGE,
A SIGNIFICANT PORTION TAKE ONE OR MORE
and coupled with the low SAT/ACT outcomes in ELA and Math, they emphasize that REMEDIATION COURSE. IN 2017/18, 42% OF
improving college and career preparedness must be a high priority for the region. THE STUDENTS FROM THE TULSA REGION
AND 37% OF THE STUDENTS FROM THE STATE
REQUIRED REMEDIATION.
18College-enrollment and remediation rates in Oklahoma give us
much needed information for measuring our collective progress
providing postsecondary opportunities. However, the picture is
incomplete, missing information on students who attend public and
private institutions outside of Oklahoma. Gaining access to National
Student Clearinghouse’s unique national student data and resources
is a goal for the entire region. Having this information will provide a
more comprehensive understanding of student pathways and college
outcomes that ultimately contribute to student success.
WHY IT MATTERS
Technological progress will drive a continual increase in demand for
high-skilled labor in Tulsa, across the country, and around the world.
Fostering and supporting postsecondary ambitions of the region’s youth,
particularly amongMACKENZIE
economicallyTOLIVER
disadvantaged students and students
High School Senior
of color, will serve both to develop a globally competitive workforce
and to improve economic opportunity for historically underserved
populations.
“Tulsa Community College (TCC) has acknowledged that
reflective connections to real life are what will help our students
find the pathways to success that keep them engaged.
TCC will continue to strive for excellence as we lean on our
faculty, community connections, and the diversity of expertise
through the College and our Tulsa community to bring innovative
approaches to support our students.”
DR. DEWAYNE DICKENS, TULSA COMMUNITY COLLEGE
19Call to Action
Our collective impact journey started six years ago with a strong To our partners in the healthcare, human service, civic and other
belief that our education improvement work had to move beyond the adjacent sectors, recognize that each of you holds keys—some small,
schoolhouse. We hypothesized that if young Tulsans were going to some large—to better lifetime outcomes for children. This work will
reach their full potential, the neighborhoods and communities around push you into unconventional, unfamiliar roles. Embrace them.
the schools would have to improve as well. We were ahead of the
To the business community, this era of data-driven discovery
times.
needs your sustained engagement and strategic insight. This is
Since then, science has confirmed our beliefs. Groundbreaking, big classic Research & Design, and we need your leadership. Our youth
data analyses show that neighborhood conditions, including school would also benefit from as many internships, mentorships, and
quality, affect the long-term trajectories and earnings of the children informational interviews as you can offer. Opportunity stems, in part,
who grow up there. Communities across the country are waking up to from connections and networks. Be generous in creating and sharing
their local realities and launching work like ours. them.
Ask the experts who unlocked these findings what we should And to our funders, be patient. The experts on economic mobility are
do next, and their answers aren’t fully developed. They suggest quick to admit how much they don’t know, and this work involves
promising directions but admit that we’re in an era of data-driven trial and error. Keep us connected to the experts, and we will learn
discovery. We have been here before. Much like Tulsa advanced the with them.
nation’s understanding about the importance of pre-kindergarten
As for us at ImpactTulsa, we commit to use our partners’ time and
interventions, the region is positioned as a leader of this economic
resources productively. This is among the most important work in the
mobility work.
region, and we are honored to share it with you.
So, the work continues with deeper conviction and a sharper focus.
We don’t just believe broad community engagement is required to
improve outcomes for the next generation of Tulsans. We know it.
And here’s a call to action:
To the teachers who sit at the heart of this work, please know that
you’re valued and that you are not alone. This community has
declared itself collectively responsible for the educational outcomes
of our children, and we stand with you.
20You can also read
